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Please use this identifier to cite or link to this item: http://ir.ncue.edu.tw/ir/handle/987654321/6658

Title: 桃、竹、苗地區國小原住民學生失敗忍受力與生活壓力之相關研究
Authors: 馮珮甄
Contributors: 陳聰文
馮珮甄
Keywords: 國小原住民學生;失敗忍受力;生活壓力
Date: 2007
Issue Date: 2010-12-03
Description: 碩士
教育研究所
Abstract: 本研究旨在探討桃、竹、苗地區國小原住民學生失敗忍受力與生活壓力之關係。首先,分析不同背景變項之國小原住民學生在失敗忍受力、生活壓力之現況。接著,探討國小原住民學生之背景變項在失敗忍受力、生活壓力之差異情形。最後,再探究國小原住民學生的失敗忍受力與生活壓力二者之相關情形。
本研究採問卷調查法,以北部地區桃、竹、苗三縣國小階段的原住民學生為研究對象,共有336名國小原住民學生為受試樣本。使用之研究工具包括「失敗忍受力量表」、「生活壓力量表」。所得資料採用描述統計分析、t考驗、單因子變異數分析、相依樣本變異數分析、積差相關等方法進行統計分析。
本研究獲得如下結論:
一、國小原住民學生之失敗忍受力因性別之不同而有顯著差異,但並未因年級的不同而存在顯著差異。其中,男生比女生較具有「冒險取向」特質,「情緒感受」也較女生強烈。就整體失敗忍受力而言,男生的整體失敗忍受力較女生高。
二、國小原住民學生在生活壓力知覺上有顯著差異,其中以知覺到「自我與心理壓力」最為強烈,次之為「學校與環境壓力」,感受到壓力最小者為「父母師長壓力」。
三、國小原住民學生在生活壓力各層面上部份有差異。在「父母師長壓力」層面上,性別及年級變項均達到顯著差異水準;在知覺「學校與環境壓力」上,性別變項也達到顯著差異水準。但就國小原住民學生的整體生活壓力而言,性別及年級等變項均無顯著差異存在。
四、國小原住民學生之失敗忍受力與生活壓力有相關存在,二者間呈現顯著的負相關。
最後,根據研究之結果,提出各項具體建議,以供關心國民小學原住民教育之教師、教學輔導及後續研究者之參考。
The main purpose of this study was to explore the relationship between Failure Tolerance and Life Stress of students in the elementary schools in Taoyuan, Hsin-Chu and Mia-li counties of Taiwan. First, this study examined the current status of different background variables on Failure Tolerance and Life Stress. Moreover, this study was to analyze the difference on Failure Tolerance and Life Stress. Last, we wanted to find out relationship between Failure Tolerance and Life Stress.
A total sample of 336 aboriginal elementary school students responded to a set of instruments, including the Failure Tolerance and Life Stress scales. The descriptive statistics, t-test, one-way ANOVA, ANOVA of matched samples, Pearson’s product-moment correlation were used to analyze the data.
The findings of the study were summarized as follows:
1. In gender, some significant differences were found on Failure Tolerance; in grade, none significant difference was found among aboriginal elementary school students.
2. Significant differences were found to a degree in Life Stress. The students were most susceptible to “self and mental stress”, and least to “parents and teachers stress”.
3. Both in gender and in grade, the students on “parents and teachers stress” have significant difference.
4. The relationship between Failure Tolerance and Life Stress of the students present negatively related.

Finally, some concrete suggestions were proposed according to the results for those who care aboriginal elementary school teachers, teaching counseling, and future research.
Appears in Collections:[教育研究所] 博碩士論文

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